Senior Secondary School Teachers’ Attitudes Towards Nigerian English in Adamawa State

Abstract

This study explores the attitudes of senior secondary school teachers in Adamawa State towards Nigerian English. With the evolution of English in Nigeria, understanding educators' perspectives on its acceptability is crucial for effective teaching and communication in the classroom. Using a mixed-methods approach, this research combines quantitative surveys with qualitative interviews to gather data from a representative sample of teachers across various schools in the state. The findings reveal diverse attitudes, ranging from acceptance and appreciation of Nigerian English as a legitimate linguistic variant to concerns about its impact on students' proficiency in Standard English. The study highlights the implications of these attitudes for language instruction and policy, emphasizing the need for tailored professional development programs to address teachers’ concerns and promote a balanced approach to language use in educational settings. Recommendations include fostering greater awareness of Nigerian English's role in national identity and educational practice while ensuring that students achieve proficiency in Standard English for global communication.

Keywords

Senior Secondary School Teachers, Nigerian English, Attitudes, Adamawa State, Language Education, Linguistic Variation, Teacher Perspectives